首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 468 毫秒
1.
We examined whether the cognitive interview (CI) procedure enhanced the coherence of narrative accounts provided by children with and without intellectual disabilities (ID), matched on chronological age. Children watched a videotaped magic show; one day later, they were interviewed using the CI or a structured interview (SI). Children interviewed using the CI reported more correct details than those interviewed using the SI. Additionally, children interviewed using the CI reported more contextual background details, more logically ordered sequences, more temporal markers, and fewer inconsistencies in their stories than those interviewed using the SI. However, the CI did not increase the number of story grammar elements compared with the SI. Overall children interviewed with the CI told better stories than those interviewed with the SI. This finding provided further support for the effectiveness of the CI with vulnerable witnesses, particularly children with ID.  相似文献   

2.
Previous research has shown that the presence of English word spellings facilitates children’s oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more direct semantic-orthography mapping but less consistent orthography and pronunciation correspondence in Chinese. The current study aims to examine whether semantic and phonological information provided by character radicals affects oral vocabulary learning of Chinese children. Twenty-four second graders studied made-up associations between 12 spoken labels and pictures accompanied either by accurate phonological information characters, misleading phonological information characters, or no orthography. Half of phonologically accurate or misleading characters were semantically accurate or misleading. Pictures prompted recall of spoken labels without orthography present on tests. Results showed that exposure to characters which accurately represent sounds and meanings during learning did not enhance recall of the spoken labels compared to no orthography in early trials. But exposure to characters, which misrepresent sounds and meanings, significantly impeded vocabulary learning compared to no orthography.  相似文献   

3.
Two experiments examined the effect of a cognitive interview on 4- and 8-year-old children's correct recall and subsequent reporting of misinformation. Children viewed an event followed by misinformation that was read or self-generated either before or after a cognitive interview. Children were then given a recognition test under inclusion and exclusion instructions. A cognitive interview elicited more correct details than a control interview. Age-related changes were found such that the 8-year-old children's reports were more complete and they recalled more correct person, action, object, and location details than the 4-year-old children. A cognitive interview given after postevent misinformation reduced children's reporting of misinformation at interview and reduced reporting of self-generated misinformation at test. Process dissociation analyses revealed that recollection increased but familiarity decreased with age.  相似文献   

4.
Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance.  相似文献   

5.
CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay.  相似文献   

6.
OBJECTIVE: The study compared children's reports of two medical events, to assess the effects of the type of event on children's recall. Additionally, the study examined the effect of props on children's event reports. METHOD: Twenty children between the ages of 37 and 67 months were interviewed following either a voiding cysto-urethrogram (VCUG) or a pediatric assessment (PA) at a hospital. Interviews were conducted between 6 and 8 days after the event and included a doll and prop items. RESULTS: Ratings of stress were significantly higher for children who underwent the VCUG than those who underwent the PA. Children who experienced the VCUG procedure reported more correct information than the children who experienced the PA. Age was correlated with the total amount of correct information reported. Stress levels were correlated with both errors and accuracy of information. CONCLUSIONS: Children who experienced a stressful medical procedure remembered more than children who experienced a neutral medical event, although this increase in amount recalled was at the expense of accuracy. These findings suggest that stress impacts negatively on recall: however, the unique and structured nature of the VCUG procedure compared to the PA, and the familiarity of the PA prop items to the children who experienced the VCUG procedure, may also have contributed to differences in recall of the two events.  相似文献   

7.
To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations.  相似文献   

8.
Children''s Use of Anatomically Detailed Dolls to Recount an Event   总被引：2，自引：0，他引：2  
The use of anatomically detailed dolls in child sexual abuse investigations has raised several controversial issues related to important theoretical questions in developmental psychology. The present study was designed to examine some of these issues in a methodologically sound experiment. 80 3- and 5-year-old children experienced a social interaction with a male confederate and were later tested under 1 of 4 recall conditions: reenactment with anatomically detailed dolls, reenactment with regular dolls, free recall with visual cues, or free recall without visual cues. The children were also asked a variety of specific and misleading questions, some of them dealing with acts associated with abuse ("He took your clothes off, didn't he?"). Both anatomically detailed and regular dolls along with other props aided 5-year-olds more than 3-year-olds in recounting the event. To use increased rather than decreased age differences. Anatomically detailed dolls did not foster false reports of abuse. Overall, 3-year-olds were more suggestible than 5-year-olds. The findings have implications for children's testimony in child abuse cases and for psychological theories concerning the effects of stimulus support on children's memory.  相似文献   

9.
The purpose of this investigation was to compare the amount and accuracy of details provided in the eyewitness accounts of preschool-aged children interviewed exclusively with a verbal interview against those interviewed with anatomically-neutral dolls in addition to a verbal interview. Forty-four children, aged 4 to 6 years, were paired up and assigned as participants or observers for an event they engaged in with a confederate. Children's memory was assessed afterwards by (a) The Step-Wise Interview (Yuille, Hunter, Joffe, & Zaparniuk, 1993); (b) the Step-Wise Interview and big dolls; or (c) The Step-Wise Interview and small, detailed dolls and props. Three leading questions were incorporated into the interviews. Results indicated no main effect of interview type on the overall amount or accuracy of the children's accounts. No main effects for interview type or participant versus observer condition were observed for the leading questions. Relative to 4-year-olds, 5-year-olds recalled a greater number of overall details and were more accurate in their accounts with both types of dolls. Females were more accurate than males in their accounts with the small detailed toys and props. Implications for the use of anatomically-neutral dolls in child sexual abuse investigations are discussed.  相似文献   

10.
We examined effects of participation and forensic context on 4-year-old children's testimony. Children in "participant" and "police" conditions actively participated in games with a "babysitter"; each child in the "observer" condition watched a videotape of a child and the babysitter playing. Eleven days later, children were individually questioned about the event. Before the interview began, children in the police condition talked to a police officer who said the babysitter might have done something bad. Comparison of participant- and observer-condition performance indicated that participation increased free-recall accuracy concerning actions that took place and lowered suggestibility. Comparison of participant- and police-condition performance indicated that forensic context led to increased error in free recall and additional comments to misleading questions. However, forensic context also resulted in higher accuracy on an age-identification task and did not affect children's accuracy in answering abuse-related questions.  相似文献   

11.
Research examining the contribution of pictures to young children’s recall of prose materials suggests that pictures can be used to facilitate the recall of information presented in prose passages. Can the positive effects found with young children be extended to older learners? If picture effects are present, are they durable over time? Data collected from two experiments conducted with college students provide evidence for an affirmative answer to both questions.  相似文献   

12.
Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct. Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be a complex process, which is even more difficult to influence in children than in adults.  相似文献   

13.
Young Children's Long-Term Retention of a Pediatric Examination   总被引：2，自引：0，他引：2  
Children at ages 3, 5, and 7 ( N = 187) provided reports of their physical examinations immediately following the checkup and after a delay of either 1, 3, or 6 weeks, or only after 3 weeks. The protocol used for all interviews consisted of initial general prompts, followed by increasingly specific questions as needed. Recall of standard features of the examinations was scored, along with responses to questions concerning acts that did not occur. Retention of the event was extensive and accurate. Although clear age effects were observed in recall, the delay interval did not strongly affect performance over the 6-week period. The amount of forgetting was significant at ages 3 and 5, but not at age 7. With increasing age, a greater percentage of the features was spontaneously recalled. When presented with incongruous questions, all children evidenced rates of correct denials that exceeded chance and few errors of commission. The initial interview did not affect delayed recall. Implications for children's testimony are discussed.  相似文献   

14.
OBJECTIVE: This study examined a significant issue for chronic sexual abuse investigations: Children's eyewitness testimony about repeated events. The few previous studies focused on preschoolers and none used the present methodology of presenting repeated events differing slightly in their details, as would happen in chronic abuse. METHOD: One group of 6- to 7-year-olds played individually with an experimenter on one occasion; the other group experienced three such events, with some details remaining the same and others changing. In a phased interview, children were questioned about the initial event. RESULTS: For details which stayed the same, the children who experienced three events had more accurate memories. They had poorer memories than the single-event group for details which were changed in the later events; however, this was due to interference errors, with errors of omission and commission being lower than in the single-event group. Children conveyed clearly that inappropriate touching did not occur. CONCLUSIONS: Children who experience repeated events have increased recall for repeated details but confuse the timing of details which change across events. The findings support previous suggestions that (a) it is unrealistic to expect children to be able to report repeated events without some confusion about timing of details and (b) children are resistant to misleading questions about abuse.  相似文献   

15.
The present research investigates representational ability as a cognitive factor underlying the suggestibility of children's eyewitness memory. The misinformation effect is used as an index of children's suggestibility, and performance on the false belief task is used as an assessment of children's representational abilities (N = 117). Analyses that considered the effect of representational ability and general memory ability on children's susceptibility to misleading information showed that differences in representational ability and general memory ability predicted participants' susceptibility to misleading information. These results demonstrate that the eyewitness memory of children who lack either multirepresentational abilities, sufficient general memory abilities, or both (i.e., most 3- and 4-year-olds) is less accurate than the eyewitness memory of children with both multirepresentational abilities and sufficient memory abilities (i.e., most 6-year-olds and adults). Thus, it appears that the earliest age at which children's eyewitness memory can be considered to be similar to that of adults is 6 years of age, when children's mental representational abilities are similar to those of adults. These results suggest that one factor underlying children's vulnerability to misleading information is the number of representations of an event that they can simultaneously hold and compare.  相似文献   

16.
创新题指近年中考出现频率高,且颇具创新性的题型.创新题可分为三类:信息给予题、开放题和探究题.信息给予题提供新颖的背景材料;开放题把条件、解法和答案等放开;探究题给定图片、表格数据、图像等原始材料.创新题取材新颖、别具一格,常以新面目示人,富有强烈的新时代气息.它考查学生的创新意识和创造能力,是备战"题海战役"的有效题型.  相似文献   

17.
The influence of an early interview on children's (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.  相似文献   

18.
We administered the GSS-2, a standardised measure of suggestibility, to 5- to 12-year-old children to ascertain whether neglected children’s responses to leading questions distinguish them from those of their non-neglected counterparts. Neglected children (n = 75) were more likely than an age-matched sample of non-neglected children (n = 75) to yield to leading questions, despite no difference in their ability to recall the test stimuli. Subsequent collection of individual difference data from the neglected sample revealed that this effect could not be attributed to intelligence, language ability, problem behaviours, age at onset of neglect, or time spent in out-of-home care. With respect to social skill, however, suggestibility was positively correlated with communicative skill, and marginally positively correlated with assertion and engagement. While on the surface our social skills findings seem counter-intuitive, it is possible that maltreated children with relative strengths in these areas have learned to comply with adults in their environment as a way to protect themselves or even foster belonging. Our data, while preliminary, raise interesting questions about whether targeted interventions could help these children to more actively participate in decisions about their lives.  相似文献   

19.
OBJECTIVE: The current study examined children's eyewitness memory nearly 4 years after an event and the ability of adults to evaluate such memory. METHOD: In Phase 1, 7- and 10-year olds were interviewed about a past event after a nearly 4-year delay. The interview included leading questions relevant to child abuse as well as statements designed to implicate the original confederate. In Phase 2, laypersons and professionals watched a videotaped interview (from Phase 1) that they were misled to believe was from an ongoing abuse investigation. Respondents then rated the child's accuracy and credibility, and the probability that the child had been abused. RESULTS: In Phase 1, few significant age differences in memory accuracy were found, perhaps owing in part to small sample size. Although children made a variety of commission errors, none claimed outright to have been abused. Nevertheless, some of the children's answers (e.g., saying that their picture had been taken, or that they had been in a bathtub) might cause concern in a forensic setting. In Phase 2, professional and nonprofessional respondents were unable to reliably estimate the overall accuracy of children's statements. However, respondents were able to reasonably estimate the accuracy of children's answers to abuse questions. Respondents were also more likely to think that 7-year olds compared to 10-year olds had been abused. Professionals were significantly less likely than nonprofessionals to believe that credible evidence of abuse existed. Professionals who indicated personal experience with child abuse or a close relationship with an abuse victim were more likely to rate children as abused. A gender bias to rate boys as more accurate than girls was apparent among laypersons but not professionals. CONCLUSIONS: Children were generally resistant to suggestions that abuse occurred during a long-ago generally forgotten event, but some potentially concerning errors were made. Both professionals and non-professionals had difficulty estimating the accuracy of children's reports, but adults were more likely to rate children as accurate if the children answered abuse-related questions correctly. Training and personal experience were associated with adults' ratings of children's reports. Implications for evaluations of child abuse reports are discussed.  相似文献   

20.
It has been shown that pictures greatly facilitate children’s recall of story information, But will they have the same positive effect when the passages to be recalled are more directly educational? In these experiments, both single pictures illustrating the passage’s main idea and a group of pictures, one illustrating each sentence, helped fourth graders recall the illustrated content of newspaper articles.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号